Der Zweck dieser Arbeit ist, die Ideologie und die Wirklichkeit der Behindertenpadagogik (Sonderschulsystem), die in der NS-Zeit festgelegt wurde, durch die Prufung der Reformgedanken uber die Hilfsschule im Anfangsstadium, zu betrachten. Seit dem Ende der Weimarer Republik wurde das Hilfsschulwesen wegen der finanziellen Krise in vielen Stadten verkleinert. Die Lehrkrafte, welche sich aktiv im NS-Staat politisch beteiligten, sahen im Liberalismus, Demokratismus und Marxisismus die Feinde der Hilfsschule, den NS-Staat dagegen betrachteten sie als Schutzende und Entwickelnde Institution und dann ergriffen sie die ideologische Initiative. Die Hilfsschule stand in einem Kooperativen Verhaltnis zu der damalingen eugenischen Politik und diente mehr oder weniger als "Sammelbecken", um jene "Schwachsinnigen", welche Subjekt der Sterilization waren, nahmentlich zu erfassen und deren Information dem eugenischen Gericht vorzubringen. Aber die Meinungen der Lehrkrafte waren uber die Sterilization verschieden. Zum Beispiel bis zu welchem Intellegenzgrade man jene freiwillig oder zwanghaft vorzunehmen hatte. Die Idee, die Hilfsschuler zu brauchbaren Mitgliedern der volksgemeinschaft (als Hilfsarbeiter) zu machen, wurde auch von den Nationalsozialisten aufgegriffen. Es existierten einige Gedanken zur Umgestaltung des Sonderschulwesens, von denen jedoch nur einige aufgenommen wurden, denn folgten die Vertreter der Sonderschulen immer noch den alten traditionellen MaBnahmen, welche vom Verband der Hilfsschule erarbeitet wurden. Das "Reichsschulpflichtsgesetz" (1938) legte die allgemeine Schulpflicht nun erstmals, der wichtigste Forderung des Vebands der Hilfsschule entsprechend, auch fur die Sonderschule fest. Es gab auch viele Ideen zur "Verbesserung" der Erziehungsinhalte. Die Idee Tornow's, der einfluiBreichste Padagoge auf dem Gebiet der Sonderschule seiner Zeit, wurde aufgegriffen. Tornow's Teorie beruhte offiziell auf die Gedanke Krieck's, aber ihre konkreten Grundsatze der Erzirhung waren nicht anders als die der Reformpadagogik, zum Beispiel Gesamtunterricht, Heimatskunde, Arbeitserziehung usw. SchlieBlich hatte die Hilfsschulpadagogik in der NS-Zeit keine neuen Erziehungsinhalte wie die der Umgestaltung des schulwesens. Man kan sagen, daB die NS-Sonderschulpolitik war eine der "Modernisierung" der Erziehung gleichartig wie die Aufhebung der Vorschule usw. Jedoch die nationals-ozialistische (eugenische) Ideologie konnte letztlich nur scheinbare aber keine wirkliche fuhrende Idee von Behindertenpadagogik werden. Die kriegtriebenden Politik hatte im Gegenteil die (Sonder-) Schulpadagogik zugrunde gerichtet.

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Two studies were conducted to construct a scale to measure trainers' skill in Dousa-hou, and to examine the scale's reliability and validity. In Study 1, 95 special school teachers, special education students, and others participating in Dousa-hou training camps viewed a videotape of 7 trainers training a child with severe multiple disabilities to kneel. The raters ranked the 7 trainers based on the trainers' skill, and also described in what way each of them was a good or a poor trainer. On the basis of analyses of the answers, a scale measuring trainers' skill in Dousa-hou was constructed. In Study 2, 100 special school teachers and others rated 6 trainers, using the scale constructed in Study 1. Scores on the scale showed satisfactory reliability, with a high alpha coefficient and high internal consistency among items. The criterion-related validity of the scale was confirmed by the significant positive correlation between the scale scores and the trainers' rankings. These results indicate that this scale can be used in practical settings.

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The aim of the present study was to investigate the assessment of essays written by students with hearing impairments. Ten Tsukuba College of Technology (TCT) students with hearing impairments wrote essays. The essays were assessed by 8 different groups of people, such as TCT academic staff, TCT students, students without hearing impairments from various universities, company managers, company engineers and so on. By principal component analysis of the assessment data, the 8 assessing groups were classified into 4 clusters, and the 10 essays into 4 clusters. We propose a hypothetical model to explain the assessment results, using combinations of the 4 clusters of assessing groups, and the 4 essay clusters. The validity of the explanatory model was supported by an analysis of variance, p=0.01. The model explained some important points about the relations between students with hearing impairments and the various assessing groups.

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An autistic teenage student with mental retardation had had training in purchasing skills necessary in a convenience store. Generalization and maintenance of the skills were examined in the present follow-up study. The student's purchasing skills had been shaped with the following strategy: (1) shaping the behavioral repertoire in simulation settings, and (2) using a delayed prompt procedure and live modeling in the natural environment. Although the student had acquired the general behavior components of the purchasing skills, she made some errors due to the uncontrollable stimulus variation that occurs in natural community settings. However, even when she made an error, she could perform her purchasing with the cashier's help. In the home setting, it was shown that the student's mother frequently took the student to stores, offering her opportunities for purchasing. It was suggested that environmental factors influenced the student's actual use of the purchasing skills in everyday life settings.

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A longitudinal study was made of the stability and predictability of the developmental quotient scores of 40 children with autism, aged 3 years at initial assessment. DQ (Total Developmental Quotient) scores, LQ (Language-Social Quotient) scores, and CQ (Cognitive-Adaptive) scores at 3 years of age were relatively stable and predictive of later DQ scores. But a few children showed remarkable changes in the DQ scores during their preschool years. Finally, we discussed the problem of the predictability of DQ scores for very young children with autism.

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The aim of the present experiment was to investigate the effect of inducing questions upon verbal expression. Subjects were 38 children with moderate mental retardation; their MAs ranged from 3 to 6. A verbal expression test (ITPA) was given individually. Initially the test was administered in accordance with the manual. After 5 minutes rest, each child was requested to answer questions inducing nine categories (name, color, shape, material, etc.). The results were as follows: (1) The inducing questions advanced the psycholinguistic ability score (PLA) of the verbal expression test in many subjects. (2) This effect changed significantly depending on MA. (3) The advancement effect consisted of two parts: enriching verbal expression, and guiding the analysis of the objects. The implications of the results were discussed from the viewpoint of the development of general analysis and specific analysis.

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"Crane behavior", an action of children who try to satisfy their needs by using an adult's hand as an instrument, is clinically well known. But there are few systematic studies of this behavior, and there is not any agreement among researchers on its definition. In the present article, therefore, we try to define crane behavior and make its developmental meaning in children clear through consideration of previous studies and actual observations of the behavior. First of all, we researched previous findings on children with and without developmental disabilities, and found that crane behavior has been observed across a wider range of ages than is generally realized. Next, on the basis of our close analysis of actual observations, we point out that differences in the continuance of behavior or the objects of behavior might reflect differences in level of cognitive development. Last, based on recent theoretical notions of the development of communicative intention, we consider the developmental meaning of crane behavior. We define crane behavior as follows: (1) It is one form of action of intentional manipulation; when a child uses an adult's hand or finger as an instrument to manipulate objects, the child's behavior is called "crane behavior". (2) It is an intentional act; however, it cannot be called an intentional communicative act, since the child lacks understanding that others are being used as agents. (3) It develops naturally from the manipulation of objects, not from communication. (4) Even after the child understands that others are being used as agents, and pointing and utterances have appeared, crane behavior is used temporarily when the child is in immature stages of development.

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